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Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.

This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.

These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.

The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.

This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.

The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.

Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).

As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers and staff. The purpose of this paper is to provide guidance to school leadership during this public health crisis.

To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors’ perspectives to present theory-informed insights.

This school’s transition to online education was guided by a shared goal to not only move content online but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year.

Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels.

New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally researched topic.

City planning and construction have embraced circular economy principles, converting them into various indicators. Particularly in the European context, the question “what architecture for circularity?” is answered with policies focusing on techniques, materials and disassembling construction. This paper analyzes a new approach to sustainable design and explores the concept of Km0 architecture. The objective is to demonstrate the design strategies of a contemporary architecture based on local resources and knowledge, an architecture that works with the shortest possible loop in circularity, i.e. with the cycle that consumes the least amount of energy.

The paper presents two ways of understanding sustainability in architecture: the first as a result of policies and the second associated with the design and innovative-based New European Bauhaus initiative. Within the scope of this last understanding, the authors analyze three cases on the Spanish Mediterranean coast that have recently received media attention and prominence. The selection responds to a specific climate adaption through a certain typological and functional diversity of the works.

The studied cases exhibit a more equitable and cost-effective circularity based on the time factor, have long life-cycle designs and serve as repositories of cultural identity. Km0 architecture reduces emissions using local resources and mitigates environmental conditions by combining traditional and modern design strategies.

This paper fulfills an identified need to study the local understandings of the built environment that would ensure a more fair and inclusive European green transformation.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

Due to the recovery of the quality of life coming from a real estate boom and due to the extensive possibilities for leisure and work, the young generation in Spain looks with more optimism into the future as did generations before. Still, Spain is a nation with low employment prospects. This puts many professionals in a difficult position, having to sacrifice family relations for a better job. Another problem is the rate of university degrees, which is over the European average. Therefore, Generation Z has higher goals for their lives than previous generations. One of the traditional problems is that young people get high marks in their professional degrees but have a lack of employability skills and are therefore not always success in their first apprenticeship contract with companies. Generation Z has social skill problems with respect to empathy, communication and conflict management. Due to their digital style of life, they have substituted the gregarious relationships leisure for the bedroom culture of social networks.

The purpose of this paper is to explore the social construction of executive pay in the UK via an examination of narratives drawn from the social actors on the front-line of Key Management Personnel (KMP) pay determination.

The authors' qualitative research draws upon in-depth interviews with non-executive directors (NEDs) serving on remuneration committees, institutional investors, and independent pay consultants.

Regulation, market pricing and risk mitigation together with the social processes inherent within discharging corporate governance responsibilities create a status-quo-preserving isomorphic effect, restricting context-sensitive approaches to KMP pay determination.

The paper informs action by company directors, investors and policy makers to address KMP pay controversies, building shared accountability amongst decision-makers focussed on more strategic context-aligned processes and outcomes.

The authors' analysis illustrates how institutional isomorphism can be applied to analyse social actors' interpretations within KMP pay decision-making. The authors show that normative, coercive and mimetic isomorphic forces must be applied in dynamic interaction to extend the explanatory power of institutional isomorphism through the creation of a “No-Come-In” effect in respect of contemporary KMP pay determination settings.

The purpose of this paper is to analyze the efficiency of trade shows and provide insights for trade show exhibitors using data envelopment analysis (DEA). The paper also offers a benchmarking analysis of the business factors for the most efficient trade shows in each sector.

The paper uses the metafrontier DEA methodology and identifies several frontiers according to the sector in which the trade show operates since different sectors could not share homogeneous production technology for exhibitor firms.

The main findings reveal different profiles of individual sectors. The investment sector presents a more homogenous profile than either the consumer goods or the services sector. The consumer goods sector is more heterogeneous but it is also possible to find common characteristics for the most efficient trade shows. The service sector is characterized by a high variability and as such it is more difficult to identify benchmarking elements for the most efficient trade shows.

The main limitation of the study is that the sample only includes audited trade shows. Future studies could extend the period under study in order to obtain a more complete picture on the evolution of trade show efficiency.

This paper extends the DEA results by profiling the most efficient trade shows in each sector so that this information can be used as a benchmarking tool to define exhibitors’ strategic decision making.

A lot has been written on zombies lately and on the rather conservative US-American TV Show The Walking Dead (AMC, 2010–) in particular. A lot less has been written on the SyFy-Show Z Nation (2014–), although it is a sophisticated feminist take on the zombie lore. Centring around a group of survivors, who escort a human–zombie–cyborg across the US and Mexico, the show not only undermines the patriarchalism of its archetype, but also raises questions of post-humanism by the means of Donna Haraway or Rosi Braidotti. With the help of media-self-reflexive parody and pastiche, the series comments on its extradiegetic world as much as on its own genre and offers a deconstruction of stereotypical (gendered) tropes and conventions. In the following chapter, I use a selective close reading of the text and its representation politics to demonstrate how a feminist deconstruction of zombie-horror can come into being and how an (academic) distinction between Quality and Trash TV can be just as regressive as productive in this process.

The purpose of this paper is to analyze the life history of the Spanish Generation X over the last five decades.

Considering that the generational cohort concept can be identified from the marketing side as a market segment, this paper proposes to analyze the socio-economic and cultural context that has marked the different life stages of Generation X, and how they have related to brands according to their needs, desires and aspirations.

The results show that the customer journey can be considered a circular concept. The customer’s relationship with the brand can begin in childhood and continue into adulthood, such that the emotional relationship established with the brand as a child influences purchase decisions in adulthood.

Although limited to the analysis of Generation X and its relationship with brands, this paper shows the importance of knowing the socio-economic, legal and cultural context of a generation.

As a business implication, the importance of remarketing is evident as a business strategy that reinforces the emotional connection between the brand and the different generations.

From a social point of view, this paper shows the power of brands as an element of self-expression of the needs, tastes or preferences of individuals is evident.

This paper offers a different and innovative vision of the customer journey, taking into account the individual’s life cycle, and the way in which at each stage of life, he/she relates to brands in a different way.

Heritage landmarks and historical values often coexist with places and regions of remarkable environmental and landscape wealth. This article studies their capacity to generate global understanding of their territory through the creation of cultural routes. The proposed methodology is verified through the study of the defensive features of the ancient Nasrid Kingdom, the last Islamic territory in the Iberian Peninsula from the thirteenth to the fifteenth century, which shaped the Spanish region known as the Kingdom of Granada until the nineteenth century.

To assist in the proposal of new routes, a precise collection of physical data (topography, landmarks, resources, population centres …), existing public paths and protected natural sites was carried out. Those cultural routes relevant to the area of study were also selected and mapped through GIS. A set of indicators prioritised through an analytic hierarchy process (AHP) have evaluated the proposed itineraries.

The methodology enables the integral evaluation of parameters such as natural heritage, existing paths networks, defensive architectural heritage (watchtowers), existing cultural routes or proximity to basic services. The methodology's application allows an index to be obtained that quantifies the global implications of these parameters in the design of new itineraries. This leads to the development of a network with its own narrative that provides a historical, environmental and cultural meaning.

Watchtowers in this region have previously been studied as isolated and locally relevant architectural features. This work studies them from an overall perspective, considering each tower as a piece of a complex defensive and territorial system. Cultural routes arise from this joint interpretation as tools to restore and highlight the interrelationship between architectural heritage and territory and people.